Cognition And Institutional Setting Undergraduates' understandings of the derivative

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dc.contributor.authorBingolbali, Erhan
dc.contributor.authorMonaghan, John
dc.coverage.doi10.1007/978-0-387-71579-7
dc.date.accessioned2026-08-12T17:01:35Z
dc.date.issued2008
dc.departmentFırat Üniversitesi
dc.description.abstractThis chapter examines Mechanical Engineering and Mathematics undergraduates' understanding of the derivative and addresses institutional issues in the social formation of knowledge. It summarises results from a study and examines student and lecturer data. Significant differences over the course of the first year are noted. It is claimed that these differences arise from their participation in different departments (institutions). The closing section examines students' developing conceptions of the derivative in institutional settings by addressing the question: what brought about these changes in students' conceptual development?
dc.identifier.doi10.1007/978-0-387-71579-7_11
dc.identifier.endpage259
dc.identifier.isbn978-0-387-71579-7
dc.identifier.startpage233
dc.identifier.urihttps://doi.org/10.1007/978-0-387-71579-7_11
dc.identifier.urihttps://hdl.handle.net/11508/47777
dc.identifier.volume45
dc.identifier.wosWOS:000270520700011
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofNew Directions for Situated Cognition in Mathematics Education
dc.relation.publicationcategoryKitap Bölümü - Uluslararası
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260511
dc.subjectderivative
dc.subjectcognition
dc.subjectinstitutional setting
dc.subjectdepartmental affiliation
dc.subjectengineering and mathematics students
dc.titleCognition And Institutional Setting Undergraduates' understandings of the derivative
dc.typeBook Chapter

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